O pensamento teórico na educação física escolar
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11829 |
Resumo: | This work intended to analyze the formation of theoretical thinking in school physical education effective from the cultural-historical theory, specifically in V. V. Davídov´s theory of developmental teaching and the perspective of critical-overcoming. The Thesis defended in the work is that the theorical assumptions of study activity and developmental teaching provide didactic-pedagogical tools for the formation of theoretical thinking in physical education at schools from the early years in elementary schools. It follows the theoretical-methodological reference of dialectical materialism to analyze: a) Brazilian scientific production based on the critical-surpassing perspective and Davídov´s developmental teaching.; b) the origin and development of the theory of concept formation as an essential general element in the formation of theoretical thinking; c) the activity theory and the involvement of periodization of psychic development of the organization of physical education teaching; d) the theory of study activity and study tasks in the physical education teaching aim to develop theoretical thinking from the first years of elementary school; e) the formative experiment as a unit between research and teaching in a developmental perspective; f) didactic-pedagogical experiences in the teaching of Brazilian Physical Education with a view to developing theoretical thinking. It shows that there is a growing increase in Brazilian scientific production which analyzes the formation of theoretical thinking in physical education, particularly in the period from 2010 to 2020, however, there is no elaboration of researchers from the North region or linked to institutions in that region in Brazil. It shows that the essential general element for the formation of theoretical thinking is the creation of theoretical concepts and it indicates the different research trials that support the debate of the perspective of critical-overcoming and developmental teaching. It also demonstrates that the pedagogical-didactic experiences in the teaching of physical education at school did not develop formative experiments in the light of what is recommended by developmental teaching, but relatively isolated, prompt and restricted didactic actions. In conclusion, the theoretical foundations of the study activity, dominant activity at school age and the developmental education have essential elements for the school education organization that allow the appropriation of theoretical knowledge. |
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Real, Márcio Penna Cortehttp://lattes.cnpq.br/1976193858153118Real, Márcio Penna CorteResende, Anita Cristina AzevedoRosa, Sandra Valéria LimontaTaffarel, Celi Nelza ZulkeAntunes, Caio Sgarbihttp://lattes.cnpq.br/9129169147275744Santos, Adnelson Araujo dos2021-12-30T11:51:48Z2021-12-30T11:51:48Z2021-09-27SANTOS, A. A. O pensamento teórico na educação física escolar. 2021. 269 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11829ark:/38995/001300000bfmbThis work intended to analyze the formation of theoretical thinking in school physical education effective from the cultural-historical theory, specifically in V. V. Davídov´s theory of developmental teaching and the perspective of critical-overcoming. The Thesis defended in the work is that the theorical assumptions of study activity and developmental teaching provide didactic-pedagogical tools for the formation of theoretical thinking in physical education at schools from the early years in elementary schools. It follows the theoretical-methodological reference of dialectical materialism to analyze: a) Brazilian scientific production based on the critical-surpassing perspective and Davídov´s developmental teaching.; b) the origin and development of the theory of concept formation as an essential general element in the formation of theoretical thinking; c) the activity theory and the involvement of periodization of psychic development of the organization of physical education teaching; d) the theory of study activity and study tasks in the physical education teaching aim to develop theoretical thinking from the first years of elementary school; e) the formative experiment as a unit between research and teaching in a developmental perspective; f) didactic-pedagogical experiences in the teaching of Brazilian Physical Education with a view to developing theoretical thinking. It shows that there is a growing increase in Brazilian scientific production which analyzes the formation of theoretical thinking in physical education, particularly in the period from 2010 to 2020, however, there is no elaboration of researchers from the North region or linked to institutions in that region in Brazil. It shows that the essential general element for the formation of theoretical thinking is the creation of theoretical concepts and it indicates the different research trials that support the debate of the perspective of critical-overcoming and developmental teaching. It also demonstrates that the pedagogical-didactic experiences in the teaching of physical education at school did not develop formative experiments in the light of what is recommended by developmental teaching, but relatively isolated, prompt and restricted didactic actions. In conclusion, the theoretical foundations of the study activity, dominant activity at school age and the developmental education have essential elements for the school education organization that allow the appropriation of theoretical knowledge.Este trabalho analisa a formação do pensamento teórico na educação física escolar a partir da teoria histórico-cultural, especificamente, na teoria do ensino desenvolvimental de V. V. Davídov e na perspectiva crítico-superadora. A tese defendida no trabalho é de que os pressupostos teóricos da atividade de estudo e do ensino desenvolvimental oferecem instrumentos pedagógico-didáticos para a formação do pensamento teórico na educação física escolar desde os anos iniciais do ensino fundamental. Segue o referencial teórico-metodológico da dialética materialista para analisar: a) a produção científica brasileira que se fundamenta na perspectiva crítico-superadora e no ensino desenvolvimental de Davídov; b) a origem e o desenvolvimento da teoria da formação de conceitos como elemento essencial-geral da formação do pensamento teórico; c) a teoria da atividade e as implicações da periodização do desenvolvimento psíquico para a organização do ensino da educação física; d) a teoria da atividade de estudo e as tarefas de estudo no ensino da educação física que buscam desenvolver o pensamento teórico desde os anos iniciais do ensino fundamental; e) o experimento formativo como unidade entre investigação e ensino na perspectiva desenvolvimental; f) as experiências pedagógico-didáticas no ensino da educação física brasileira com vistas ao desenvolvimento do pensamento teórico. Evidencia que há um crescente aumento na produção científica brasileira que analisa a formação do pensamento teórico na educação física, principalmente, no período de 2010 a 2020, porém, nenhuma elaboração de pesquisadores da região Norte ou vinculados a instituições dessa região do Brasil. Mostra que o elemento essencial-geral para a formação do pensamento teórico é a formação de conceitos teóricos e indica os diferentes caminhos investigativos que fundamentam essa discussão na perspectiva crítico-superadora e no ensino desenvolvimental. Evidencia, também, que as experiências pedagógico-didáticas no ensino da educação física escolar não desenvolveram experimentos formativos à luz do que preconiza o ensino desenvolvimental, mas, sim, ações didáticas isoladas, pontuais e restritas. Conclui que os fundamentos teóricos da atividade de estudo, atividade dominante na idade escolar, e do ensino desenvolvimental possuem elementos essenciais para a organização de um ensino escolar que possibilita a apropriação dos conhecimentos teóricos.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-12-28T14:13:24Z No. of bitstreams: 2 Tese - Adnelson Araújo dos Santos - 2021.pdf: 3552983 bytes, checksum: 27b9690ee2210fbd8191968b21cf63d8 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-12-30T11:51:48Z (GMT) No. of bitstreams: 2 Tese - Adnelson Araújo dos Santos - 2021.pdf: 3552983 bytes, checksum: 27b9690ee2210fbd8191968b21cf63d8 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-12-30T11:51:48Z (GMT). No. of bitstreams: 2 Tese - Adnelson Araújo dos Santos - 2021.pdf: 3552983 bytes, checksum: 27b9690ee2210fbd8191968b21cf63d8 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2021-09-27porUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação escolarEducação FísicaEnsino desenvolvimentalPensamento teóricoSchool educationPhysical EducationDevelopmental teachingTheoretical thinkingCIENCIAS HUMANAS::EDUCACAOO pensamento teórico na educação física escolarThe theoretical thinking in school physical educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis3750050050012195reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/3ee8ba7b-4179-4b76-b819-c81872c52e89/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/38a90392-64a0-4519-9d1d-f2db218cdb4b/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Adnelson Araújo dos Santos - 2021.pdfTese - Adnelson Araújo dos Santos - 2021.pdfapplication/pdf3552983http://repositorio.bc.ufg.br/tede/bitstreams/1266912d-e69f-4eda-993f-68b7828e0b05/download27b9690ee2210fbd8191968b21cf63d8MD53tede/118292021-12-30 08:51:48.514http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11829http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-12-30T11:51:48Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
O pensamento teórico na educação física escolar |
dc.title.alternative.eng.fl_str_mv |
The theoretical thinking in school physical education |
title |
O pensamento teórico na educação física escolar |
spellingShingle |
O pensamento teórico na educação física escolar Santos, Adnelson Araujo dos Educação escolar Educação Física Ensino desenvolvimental Pensamento teórico School education Physical Education Developmental teaching Theoretical thinking CIENCIAS HUMANAS::EDUCACAO |
title_short |
O pensamento teórico na educação física escolar |
title_full |
O pensamento teórico na educação física escolar |
title_fullStr |
O pensamento teórico na educação física escolar |
title_full_unstemmed |
O pensamento teórico na educação física escolar |
title_sort |
O pensamento teórico na educação física escolar |
author |
Santos, Adnelson Araujo dos |
author_facet |
Santos, Adnelson Araujo dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Real, Márcio Penna Corte |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1976193858153118 |
dc.contributor.referee1.fl_str_mv |
Real, Márcio Penna Corte |
dc.contributor.referee2.fl_str_mv |
Resende, Anita Cristina Azevedo |
dc.contributor.referee3.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.referee4.fl_str_mv |
Taffarel, Celi Nelza Zulke |
dc.contributor.referee5.fl_str_mv |
Antunes, Caio Sgarbi |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9129169147275744 |
dc.contributor.author.fl_str_mv |
Santos, Adnelson Araujo dos |
contributor_str_mv |
Real, Márcio Penna Corte Real, Márcio Penna Corte Resende, Anita Cristina Azevedo Rosa, Sandra Valéria Limonta Taffarel, Celi Nelza Zulke Antunes, Caio Sgarbi |
dc.subject.por.fl_str_mv |
Educação escolar Educação Física Ensino desenvolvimental Pensamento teórico |
topic |
Educação escolar Educação Física Ensino desenvolvimental Pensamento teórico School education Physical Education Developmental teaching Theoretical thinking CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School education Physical Education Developmental teaching Theoretical thinking |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work intended to analyze the formation of theoretical thinking in school physical education effective from the cultural-historical theory, specifically in V. V. Davídov´s theory of developmental teaching and the perspective of critical-overcoming. The Thesis defended in the work is that the theorical assumptions of study activity and developmental teaching provide didactic-pedagogical tools for the formation of theoretical thinking in physical education at schools from the early years in elementary schools. It follows the theoretical-methodological reference of dialectical materialism to analyze: a) Brazilian scientific production based on the critical-surpassing perspective and Davídov´s developmental teaching.; b) the origin and development of the theory of concept formation as an essential general element in the formation of theoretical thinking; c) the activity theory and the involvement of periodization of psychic development of the organization of physical education teaching; d) the theory of study activity and study tasks in the physical education teaching aim to develop theoretical thinking from the first years of elementary school; e) the formative experiment as a unit between research and teaching in a developmental perspective; f) didactic-pedagogical experiences in the teaching of Brazilian Physical Education with a view to developing theoretical thinking. It shows that there is a growing increase in Brazilian scientific production which analyzes the formation of theoretical thinking in physical education, particularly in the period from 2010 to 2020, however, there is no elaboration of researchers from the North region or linked to institutions in that region in Brazil. It shows that the essential general element for the formation of theoretical thinking is the creation of theoretical concepts and it indicates the different research trials that support the debate of the perspective of critical-overcoming and developmental teaching. It also demonstrates that the pedagogical-didactic experiences in the teaching of physical education at school did not develop formative experiments in the light of what is recommended by developmental teaching, but relatively isolated, prompt and restricted didactic actions. In conclusion, the theoretical foundations of the study activity, dominant activity at school age and the developmental education have essential elements for the school education organization that allow the appropriation of theoretical knowledge. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-30T11:51:48Z |
dc.date.available.fl_str_mv |
2021-12-30T11:51:48Z |
dc.date.issued.fl_str_mv |
2021-09-27 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, A. A. O pensamento teórico na educação física escolar. 2021. 269 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11829 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000bfmb |
identifier_str_mv |
SANTOS, A. A. O pensamento teórico na educação física escolar. 2021. 269 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2021. ark:/38995/001300000bfmb |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11829 |
dc.language.iso.fl_str_mv |
por |
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por |
dc.relation.program.fl_str_mv |
37 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
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195 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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Programa de Pós-graduação em Educação (FE) |
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UFG |
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Brasil |
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Faculdade de Educação - FE (RG) |
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Universidade Federal de Goiás |
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